--Pick up a copy of the Act V Reading Guide from the front table so that we can engage in a "materials assessment" together. What are we "looking for" while viewing Act V?
S. the C. (3-5 mins.)
--You have hit the "targets" for today's lesson if you...- can do the following with both Act IV and Act V of The Tragedy of Romeo and Juliet:
- summarize the acts, noting key plot points (e.g., Friar Lawrence giving Juliet a sleeping potion, Friar Lawrence's plan, Romeo's request of the apothecary, etc.)
- note similarities and differences between Romeo and Juliet's level of impulsiveness (characterization)
- give at least two examples of purposeful irony (situational, verbal, and/or dramatic) employed by Shakespeare
- provide an effective theme statement for the play
- ALL ITEMS ON THIS LIST WILL BE OFFICIALLY ASSESSED AS PART OF THE ACT IV AND ACT V ASSESSMENT.
--agenda/HW
Film/Reinforcement and First-Draft "Reading" -- Act IV and Act V of Franco Zeffirelli's Romeo and Juliet (30-35 mins.)
--view Act IV as reinforcement of our work with the text (1:47:20-1:57:40)
--view Act IV as reinforcement of our work with the text (1:47:20-1:57:40)
- Because we did not end up reading scenes iv and v aloud together, it would be in your best interest to follow along in your Parsons text while viewing and jot down notes on Post-its. This part of the play can be found on pages 58-62.
--"materials assessment"--read Act V Reading Guide prompts/questions aloud so that students know what to "look for" while viewing Act V
--purposefully view Act V of the film (1:57:40-credits)--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
Closure -- Partner Work (until 9:16--time permitting)
--"anchor in" to the "Compact for Group Work"
--form partnerships (wisely!)
--The Task:
--purposefully view Act V of the film (1:57:40-credits)--gather information for discussion/assessment preparation by jotting down notes and responding to reading guide prompts/questions
Closure -- Partner Work (until 9:16--time permitting)
--"anchor in" to the "Compact for Group Work"
--form partnerships (wisely!)
--The Task:
- Using each other and your Parsons texts, discuss your responses for the Act V Reading Guide, making sure to respond to any questions/prompts that are currently incomplete. Also, consider this question: What from this section of the play would you like to discuss in a forthcoming whole-class circle discussion?
HOOKED ON BOOKS
HW (Take-Home Assessment)
--Finish your work with Article of the Week #6, which is due at the beginning of class on your first class day back after April Break. This task will include purposefully reading the directions in the box at the top of the first page and completing your best work with regard to the directions. Good luck!
--Finish your work with Article of the Week #6, which is due at the beginning of class on your first class day back after April Break. This task will include purposefully reading the directions in the box at the top of the first page and completing your best work with regard to the directions. Good luck!
HW (Class Preparation)
--Strongly consider rereading Act IV and Act V of the play and visiting the following web address in order to deepen your understanding of the text/improve your notes and reading guide responses:
--Enjoy break--you truly only get so many of 'em!
--Strongly consider rereading Act IV and Act V of the play and visiting the following web address in order to deepen your understanding of the text/improve your notes and reading guide responses:
Miscellaneous
--Aim to read at least 25 pages of your free reading book between now and next class. ALWAYS BRING YOUR FREE READING BOOK TO CLASS!--Enjoy break--you truly only get so many of 'em!
